The document discusses instructional modeling and its benefits. It provides several key points: 1. Modeling is an effective instructional method where teachers demonstrate concepts, skills, procedures and thinking processes for students to observe. 2. There are various modeling techniques including think-alouds, worked examples, demonstrations and cognitive apprenticeships. 3. To successfully model, teachers must carefully plan demonstrations by identifying areas students may struggle with and breaking down complex skills into steps. They should also check for student understanding. 4. After modeling, teachers should provide guided and independent practice for students to apply their new learning with support and on their own. Comparing their work to the teacher's model can also help learning

1. EXPLICIT
MODELING
STEPS

2. "Most human behavior," according to
Stanford professor Alfred Bandura, "is
learned observationally through modeling."
Most students need "careful, personal
instruction with clear demonstrations in
reading and writing,” as well as in
social studies, math, and science.

3. WHAT CAN
INSTRUCTIONAL MODELING
TEACH?
Concepts
Skills
Performances
Attitudes
Behaviors
Dispositions

4. SEVERAL INSTRUCTIONAL METHODS
INCORPORATE TEACHER MODELING
Think Alouds:
Modeling metacognition
by stating aloud
everything an instructor
thinks while reading
aloud
.
Worked Examples:
Solving a problem
and writing out
the steps
Demonstrations:
Planning, introducing a
lesson, presenting, giving a
performance, and
summarizing
Cognitive Apprenticeships:
Showing students how to do
something within an authentic
context while making the
thinking behind the
procedure visible

5. 1. Modeling necessitates meticulous planning
Start with assessment to identify areas of greatest need
After identifying a skill or concept to model, anticipate areas
that are most likely to confuse learners
2. IF the skill is particularly difficult, try the following:
Narrowing the steps
Breaking the skill down into two or more chunks and modeling
them over the next few days.
Possibly model with an ‘easier’ text …
(point of view: Three Little Pigs ‘before’ Runaway Journeys)
Model the procedure more than once
(ELL learners and students with learning difficulties)
3. Write down ‘check for understanding’ questions in
advance to reduce the number of details you have
to juggle
PLANNING TIPS

6. 1. Review the previous lesson
Example: "Yesterday, we learned how to add integers.
There were three things we practiced.
Who can tell me what those three things were?
Today we are going to __________."
2. Introduce learning goals
Example: "I'm going to teach you to/about __________.
This skill/concept will help you __________. By the end of this
demonstration, you'll be able to __________."
3. Introduce steps (in writing) and check for understanding
Example: "In this demo, we'll do __________ first, then __________,
and then __________. Is there anything you want me to clarify
before I start? Jessica, tell me what you'll be able to do at the
end of this lesson and why."
Do Three Things In Front Of Students
BEFORE Modeling A Skill

7. Explicit Modeling (EM)
Modeling Facts and Procedures
In the eight steps of EM, the teacher:
1. Breaks down the concept or skill into
critical features or elements
2. Clearly describes the concept or skill
3. Clearly models the concept or skill
4. Provides multi-sensory instruction
(visual, auditory, tactile, kinesthetic)
5. Thinks aloud as she or he models
6. Models examples and non-examples
7. Works with cues
(pointing, circling, or highlighting)

8. The Math Instructor models how to solve a
problem, then assigns a related problem on
the board for everyone to complete
independently. If only a handful of students
complete the problem perfectly, he asks them
to write down the steps they took and explain
them in small groups.
"Modeling means that the teacher does most
of the work the first time, and then gradually
the students do most of the work.”
This research-supported approach
is referred to as the Gradual
Release of Responsibility (GRR).
After the teacher demonstration, the
following occurs in GRR:
1) Shared experience: The class collaborates
with the teacher to work through the skill.
2) Guided practice: Students apply the skill
with the support of peers, often while
being observed by the teacher.
3) Independent practice: Students apply the
skill on their own.
AFTER
MODELING
Allow plenty of time for
students to review and
practice soon after the
concept of skill has
been demonstrated.
Studies suggest that
students compare
their work with an
expert’s (such as the
teacher) to improve
learning.

9. ADVANCED DEGREE OF DIFFICULTY
While instructors often monitor
students as they struggle with a
new problem, learners rarely
watch instructors take the same
risk.
In real time, while students
observe, try formulating and
attempting to answer questions
related to an historical artifact,
or try writing a poem from
scratch in front of the class, or
try testing a new scientific
hypothesis.
Shows Teacher Grit!
Finally, keep your
expectations of
students high.
They may
struggle, but will
nevertheless
benefit from clear
modeling and
your faith in their
abilities.

10. THE
BEGINNING